HIGHLIGHTS
SUMMARY
Teachers assigned to work in remote schools are often new graduates or have been teaching for no more than five years (Richards, 2012; Luke et_al, 2013; Hazel and McCallum, 2016; Willis et_al, 2017; Moffa and McHenry-Sorber, 2018; Weldon, 2018; Young et_al, 2018). This can be exacerbated if they hold preconceived ideas and biases around their students and their families and communities (Hobbs et_al, 2019; Brown et_al, 2020). The study used constructivist grounded theory (Charmaz, 2014) which is commonly utilized to investigate the lived experiences of participants (Karpouza and Emvalotis, 2019; Aburn et_al, 2021 . . .
If you want to have access to all the content you need to log in!
Thanks :)
If you don't have an account, you can create one here.